对于小学高段学生来说，写小论文具有重要的现实意义。小论文是表达小学阶段研 究性学习成果的一种有效方式。然而，义务教育课程标准中的学科差异导致小论文写作 在实践中难以得到有效的实施，使得我校学生对小论文撰写相对陌生。因此，本研究旨 在通过小论文课程帮助小学高段学生提升他们的小论文写作能力。

本研究以 L 小学五年级学生为研究对象，采用行动研究法，在行动研究中使用问卷 调查、访谈、课堂观察、实物搜集等多种途径收集数据。研究发现，小学高段学生缺少 积极研究的态度，小论文写作能力有待提高。具体表现为对小论文抱有畏难情绪，分析 和论证能力不高，收集与整理资料的方法单一，缺乏小论文写作经验等。

针对这些问题，笔者进行了三轮行动研究。第 一轮行动研究中笔者做好活动沟通工 作，拉近小论文与生活的距离，通过“你说我画”小游戏提升学生学习兴趣。引导学生 使用综合研究性学习查找和整理文献资料和实验数据，提升学生资料搜集和整理能力。 使用范文学习、例文对比、 “口头小论文”提升学生的小论文文体掌握能力。在第一轮 行动研究后，笔者通过课堂观察、作业单收集和课后访谈发现第 一轮行动研究提升了学 生的写作兴趣、帮助学生掌握小论文的文体特点。但综合研究性学习没有能够很好地帮 助学生提升搜集和整理资料的能力。在第二轮行动研究中笔者通过及时对家长进行正向 反馈营造学生的家庭探究氛围。使用阅读小竞赛、学生身边的案例、将研究成果运动到 生活中、角色扮演游戏、手做《昆虫记》立体书、反馈与鼓励激发学生的学习的兴趣， 使用分层评价保护学生的自尊心。教师采用表格、思维导图、专家讲座提升学生分析和 论证能力 。 使用任务分解、学习阅读技巧、规范引用、合理质疑、辩论会、向法布尔学 习如何做实验提升学生搜集整理资料的能力，学习问卷规范增加学生资料查找的手段、 问卷分析提升学生对资料的数据分析能力。使用表格与思维导图建立写作框架，逐步引 导学生从口语开始小论文写作，通过前置评价、自我评价与他人评价提升学生小论文文 体掌握能力 。 在第二轮行动研究后，笔者通过课堂观察、实物搜集、访谈发现第二轮行 动研究提升了学生对小论文课程的兴趣、帮助学生掌握了分析和论证能力与资料搜集整 理能力，提升了学生的小论文文体掌握能力 。 但向法布尔学习如何做实验没有能够达到 预定目标。第三轮行动研究中教师继续通过及时对家长进行正向反馈策略营造学生的家 庭探究氛围。继续反馈与鼓励、分层评价策略提升学生的学习的兴趣。同时新增了个性 化学习策略激发学生对课程的兴趣。继续使用思维导图提高论点的条理性和系统性，增 加了使用 “ 5WlH" 法帮助学生更加完整、深入的分析问题 。 教师使用渐进式实验教学 提升学生资料搜集和整理能力 。 继续使用“口头小论文“策略 、 前置评价策略，增加模 拟答辩提升学生的小论文文体掌握能力。第三轮行动研究后，笔者通过实物搜集、访谈、 问卷调查发现第三轮行动研究提升了学生对小论文写作的兴趣、帮助学生提升了分析和 论证能力、资料收集与整理能力以及小论文文体掌握能力 。

研究结果表明，通过课堂实践和指导，激发了学生的小论文写作兴趣，学生的小论 文写作能力得到了显著提高 。 学生在小论文的写作兴趣、分析和论证能力、资料搜集与 整理能力、小论文文体掌握能力方面均取得了明显进步 。 但本研究还存在以下不足 。 本 次研究将探索的内容主要放在学生的分析和论证能力、资料搜集和整理能力、小论文文 体掌握能力上，对于小论文写作能力的其他方向研究不充分 。 同时，本次研究中学生需 要学习的内容较多、时间安排显得比较紧凑，最后本研究并没有探究小学生小论文能力 提高对于其学业成绩和综合素质的影响。

For high-level elementary school students, writing small essays has important practical significance. Small papers are an effective way to express the results of research learning in primary school. However, the subject differences in the curriculum standards of compulsory education make it difficult to effectively implement small essay writing in practice, making students in our school relatively unfamiliar with small essay writing. Therefore, this study aims to help senior primary school students improve their writing ability through short essay courses.

This study takes the fifth grade students of L primary school as the research object, adopts the action research method, and uses questionnaire survey, interview, classroom observation, object collection and other ways to collect data in the action research. The study found that students in the upper grades of elementary school lack a positive research attitude, and their ability to write short essays needs to be improved. The specific manifestations are fear of small papers, low analysis and demonstration skills, single method of collecting and organizing data, and lack of experience in academic expression.

To address these issues, the author conducted three rounds of action research. In the first round of action research, the author did a good job in activities and communication, shortening the distance between small papers and life, and the small game "You say I draw" to enhance students' interest in learning. Guide students to use comprehensive research learning to find and organize literature and experimental data, and improve students' ability to collect and organize data. Use model essay learning, sample essay comparison, and "oral essays" to improve students' ability to master essay styles. After the first round of action research, the author found through classroom observation, homework collection and after-class interviews that the first round of action research enhanced students' interest in writing and helped students master essay writing skills. However, comprehensive research-based learning has not been able to help students improve their ability to collect and organize data. In the second round of action research, the author created a family inquiry atmosphere for students by giving positive feedback to parents in a timely manner. Using reading competitions, cases around students, bringing research results to life, role-playing games, hand-made "Insects" pop-up books, feedback and encouragement to stimulate students' interest in learning, and using hierarchical evaluation to protect students' self-esteem. Teachers use tables, mind maps, and expert lectures to improve students' ability to analyze and demonstrate. Using task decomposition, learning reading skills, standard citations, reasonable doubts, debates, learning how to do experiments • from Fabre to improve students' ability to collect and organize data, learning questionnaire specifications to increase the means of student data search, and questionnaire analysis to improve students' data on data Skills of analyze. Use tables and mind maps to establish a writing framework, gradually guide students to start small essay writing from oral English, and improve students' ability to master the style of essays through pre-evaluation, self-evaluation, and others' evaluation. After the second round of action research, through classroom observation, object collection, and interviews, the author found that the second round of action research enhanced students' interest in the essay course, helped students master the ability of analysis and demonstration, and the ability to collect and organize data, and improved students' The ability to master the style of short essays. But learning how to do experiments from Fabre failed to achieve the intended goal. In the third round of action research, teachers continued to create a family inquiry atmosphere for students through timely positive feedback strategies to parents. Continue to give feedback and encouragement, and stratify evaluation strategies to enhance students' interest in learning. At the same time, a personalized learning strategy has been added to stimulate students' interest in the course. Continue to use the mind map to improve the orderliness and systematicness of the argument, and increase the use of the "" 5W1H" " method to help students construct a more complete and in-depth argument. Teachers use progressive experimental teaching to improve students' ability to collect and organize data. Continue to use the "oral essay" strategy and pre-evaluation strategy, and increase the mock defense to improve students' ability to master the style of essays. After the third round of action research, the author found that the third round of action research increased students' interest in the essay course, helped students improve their ability of analysis and argumentation, data collection and organization, and academic expression through object collection, interviews, and questionnaire surveys. ability.

The research results show that through classroom practice and guidance, students' interest in writing small papers has been stimulated, and students' small paper writing ability has been significantly improved. Students have made significant progress in writing interest, analysis and demonstration ability, data collection and organization ability, and ability to grasp the style of short essays. But this study still has the following shortcomings. This study focuses on students' analysis and argumentation ability, data collection and organization ability, and essay style mastery. There is insufficient research on other aspects of essay writing ability. At the same time, the course schedule of this study is relatively tight. Finally, this study did not explore the impact of the improvement of elementary school students' essay ability on their academ1c performance and overall quality.